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Thursday, May 7, 2009

Summary of the Requisite Interpersonal Skills A Mentor or Mentor Teacher Should Possess


On the previous posts we indicated a set of nineteen interpersonal skills that a mentor teacher should possess in his repertoire. Below you will find a list of those interpersonal skills.

Interpersonal Skills

Definition as it Applies to a Mentee


Paraphrasing

To accurately summarize a mentee's thoughts verbally, and with supporting body language


Emotional listening

To listen to the underlying feelings of the mentee


Respectful listening

To paraphrase, probe and disagree agreeably


Asking open questions

To pose a question that requires some elaboration


Probing

To ask for more information, or clarification


Validating

To let the mentee know through your verbal and nonverbal language that you support, understand, and acknowledge the feeling, experience, or thought that she is sharing.


Giving technical feedback

To let the mentee know what you have observed without making any value judgments.


Giving constructive positive feedback

To let the mentee know that you have observed some teaching practice that she did well.


Giving constructive negative feedback

To let the mentee know that you have observed a teaching practice that she did not do well.


Giving corrective feedback

To let the mentee know what she can, and should do to improve her professional practice.


Negotiating expectations

To discuss what the mentor expects from the mentee, and the mentee expects from the mentor.


Encouraging

(*Glickman, 2002)


To share supporting statements so that the mentee will elaborate or further explain her point of view.

Presenting

(*Glickman, 2002)


The mentor offers his views on the topic or issue discussed.

Problem Solving

(*Glickman, 2002)


After a preliminary discussion of an issue, the mentor takes the lead by engaging the mentee in brainstorming possible solutions.

Negotiating

(*Glickman, 2002)

Having brainstormed possible solutions to a problem, the mentor takes the lead in

(a) narrowing options, and

(b) finding an acceptable plan of action.


Directing

(*Glickman, 2002)

Having discussed possible solutions to a problem, the mentor explains either (a) the options available or (b) what the mentee must do.


Standardizing

(*Glickman, 2002)

The mentor establishes the behavior, criteria, and time line for the mentee to change her professional behavior, or teaching practices.


Reinforcing

(*Glickman, 2002)

The mentor strengthens the likelihood for the mentee to change her professional behavior, or teaching practices through positive and negative consequences.


Demonstrating

(*Glickman, 2002)

The mentor demonstrates specific teacher behaviors, or teaching practices that the mentee needs to acquire.


*These interpersonal skills are ones suggested by Glickman, C. D. (2002). Leadership for Learning: How to Help Teachers Succeed. Alexandria, VA: Association for Supervision and Curriculum Development.

On the next blog post we will introduce the second set of behavioral competencies a mentor or mentor teacher should acquire: the reflection skills.

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